California Educator

April 2015

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What does "ratio" have to do with rational and irra- tional numbers? An irrational number, by definition, is a real number that cannot be written as a simple fraction, or ratio. For example, π is irrational because it cannot be expressed as a fraction. But is this student just observ- ing a coincidence in the string of letters, or is he trying to think of how ratio is related to the concept of rational and irrational numbers? Asking the student to explain why the words are related would lead not only to a deeper under- standing of the lesson, but would potentially engage students who are attuned to the structure and reasoning behind new words — it's actually interesting to observe that the word is "irrational" and not "irratio- nable" — a lesson in word structure. Language is pervasive in our lives, and like fish in water, we often do not appreciate its role in our lives. Teachers and monolingual students do not see the role that English plays in their lives, but students who come from other languages constantly see it. This is particularly true of oral lan- guage, another new emphasis of the CCSS. Under the new standards, learning academic content has become insep- arable from an English language development class. Math teachers are now teachers of the language of mathematics, history teachers are now teachers of the language of history, science teachers are now the teachers of the language of science, etc. All this, in the long run, is good news for the 1.5 million-plus English learners in the state — a group of students who must succeed in order for the state as a whole to succeed. But it's also good news for all students, because English learners tend to be the most sensitive, both positively and negatively, to how the language environment shifts in their classrooms. The Common Core requires more uses of rich language during academic instruction, which is something that all students need in order to succeed in futures that require greater collaboration and communi- cation among our citizens. Kenji Hakuta is Lee L. Jacks professor of education at Stanford University. ALL THIS, IN THE LONG RUN, IS GOOD NEWS FOR THE 1.5 MILLION-PLUS ENGLISH LEARNERS IN THE STATE. Perspectives 25 V O L U M E 1 9 I S S U E 8 "The workshop inspired me and gave me tools to take back to the classroom!" – Fifth Grade Teacher, Sacramento, CA "I have been moved and empowered!" – Administrator, Kern County, CA EXPERIENCE the Museum of Tolerance as an inspirational educational laboratory PARTICIPATE in customized workshops: choose YOUR focus- promoting a positive campus climate, Common Core through a social justice lens, teaching the Holocaust, cultural proficiency, and more! MEET unforgettable witnesses to history ENGAGE in facilitated discussions with peers 1 or 2-day formats Graduate level extension credit Lunch and valuable resource kit provided Travel and accommodation for groups travelling to Los Angeles PROFESSIONAL DEVELOPMENT FOR CALIFORNIA EDUCATORS NOW Through June 30th, 2015 TOOLS FOR TOLERANCE ® FOR EDUCATORS Programs at the MUSEUM OF TOLERANCE FREE 9786 WEST PICO BLVD, LA, CA 90035 www.museumoftolerance.com/edgrant I educators@museumoftolerance.com I 310.772.7620 Sign up NOW for an Institute, or plan a program for a group of 25 or more MUSEUM OF TOLERANCE

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